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Strand: States of Matter and Density 6.2.1 and 6.2.2 ​ 6.2.1 Develop models to show that molecules are made of different kinds, proportions and ​ ​ ​ quantities of atoms. Emphasize understanding that there are differences between atoms and ​ molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2). ​ ​ ​ ​ ​ ​ Standard 6.2.2 Develop a model to predict the effect of heat energy on states of matter and ​ ​ ​ ​ density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating). Emphasis: States of Matter and Density ​ Anticipated Time Required (assuming 50 minute class periods): 10 ​ Dominant CCC: Proportion and quantity-time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Cause and effect relationships may be used to predict phenomena in natural or designed systems. Models can be used to represent systems and their interactions. Dominant SEP: Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Solids, liquids, and gases are made of molecules or inert atoms that are moving about relative to each other. Widely spaced (gas), closely spaced (liquid), or vibrating in place (solid) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that energy. Management Strategies to support equitable access to content: Small groups or partner work, mutli-level ability groups, and reteaching when necessary. H. Slade Shopping list: Root beer (enough for your class to have floats) Vanilla ice cream (enough for your class to have floats) 30 clear plastic cups 30 spoons Hot pot Gum drop candies (5-6 bags) Toothpicks Food coloring Clear plastic containers (15 - larger enough to hold a half gallon or more of water) Empty water bottles (30) Balloons (60) Pie pans (15-18 depending upon class size) Fun size snickers Fun size kit kats Fun size milky ways Fun size 3 musketeers Fun size m-ms 30 pint jars Variety of objects for density jars: bolts, nails, screws, rocks, cereals, styrofoam, sweedish fish, nuts (metal), bouncy balls, etc. Sharpies (just black ones, about 10) Fabric measuring tapes (enough for 15) Olive oil Ice cube tray H. Slade Storyline- States of Matter - VanCouwenberghe H. Slade Anchor Phenomenon: What is happening to the molecules in the ice cream as it melts? (What I want kids to answer.) When I add ice cream to my root beer, the ice cream starts to melt. If the ice cream is melted, is it still ice cream? Standards: 6.2.1 Develop models to show that molecules are made of different kinds, proportions and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2). Standard 6.2.2 Develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating). Dominant DCI Dominant CCC Dominant SEP Develop and use a model to describe Proportion and quantity-time, space, and energy phenomena Substances are made from different phenomena. can be observed at various scales using models to study types of atoms, which combine with systems that are too large or too small. one another in various ways. Atoms form molecules that range in size Cause and effect relationships may be used to predict from two to thousands of atoms. Construct an explanation using models or phenomena in natural or designed systems. representations. Solids, liquids, and gases are made Models can be used to represent systems and their of molecules or inert atoms that are interactions. moving about relative to each other. Widely spaced (gas), closely spaced (liquid), or vibrating in place (solid) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that energy. H. Slade Resources: What is the world made of? : all about solids, liquids, and gases by Zoehfeld, Kathleen Weidner. Joe-Joe the wizard brews up solids, liquids, and gases by Braun, Eric https://www.youtube.com/watch?v=ZqjR2PFvA28 SubZero Ice Cream Science http://www.ptable.com/ Interactive Period Table https://www.brainpop.com/science/matterandchemistry/stat esofmatter/ States of Matter Brainpop Science Experiences What specific understandings should students CCC/SEP What are students doing? get from this experience? (What pieces of the New questions students have to propel us to Assessment (This should match your SEP!) performance expectation does the experience the next science experience provide?) Using models Root Beer Float observations: Students Matter has three states: solid, liquid, ● What makes the substances Model of float in their to understand and ask will be making observations of the root beer and gas. in the RBF different? science notebook with questions. floats they were given. They will be drawing ● Why are some substances observations made and a model and labeling the parts of the float solid (or liquid or gas)? questions listed. with the different observations that they make about each part. They also will be Model of a float must making a list of questions they have about have each part labeled their root beer float. and observations made about each part. With Gas Demonstration: the model, students http://www.giftofcuriosity.com/states-matter- should have a list of dancing-raisins-experiment/ questions that they have about their root H. beer floats that will drive Slade their learning. Construct an Boiling ice cubes: Students will watch a Adding energy changed the substance Students will create a explanation based on a demonstration of me placing ice cubes into (water). During a phase change, the If adding heat doesn’t change the table in their notebooks teacher a hot pot. They will watch the ice cubes heat arrangement of atoms don’t change; composition of the molecules, how and fill out the demonstration. up and melt. When the water starts to boil, each molecule still has the same does it affect the molecules? properties of matter they will watch the water turn into steam atoms. illustration to represent and evaporate. We will run this the molecular demonstration until there is no water left in movement in each state the hot pot. Students will be prompted after of matter. Students will each state change to explain what is also draw and explain happening to the molecules in the different why the ice cubes went states. from a solid to a liquid, to a gas. They will also show that the molecules found in water do not change when their is a phase change. Develop a GumDrop Molecules: Students will be Matter is made of molecules. How are the molecules in the ice Students will be able to model to represent using gumdrops and toothpicks to build Molecules have individual components cream changing as it melts into the build a model of molecules. models of molecules found in their root beer called atoms. root beer? oxygen, carbon dioxide, floats. They will also be drawing these and water using gum models in their notebooks using zoom-in Water molecules are made of two drops. boxes so that they will have up close hydrogen atoms and one oxygen atom, pictures of the different parts of their root oxygen is made of two oxygen atoms, beer floats. and carbon dioxide is made of one carbon atom and two oxygen atoms. Develop and Food Coloring in Water: Students will be Water is made of particles that are What happens to a substance if the Models drawn of the use a model to show particles creating a model that demonstrates that constantly in motion. Particles in warm molecules are moving faster? How experiment in their in motion in when food coloring is dropped into water, it water move faster than particles in cold does the movement of molecules notebook. A small table water. mixes into the water without human help. water but the particles do not change. affect the substance? drawn and labeled in They will be dropping food coloring into hot their notebook H. water, warm water, and cold water. They containing the time it Slade will be drawing a model of each experiment takes for the food in their notebook and using a timer to time coloring to mix with the distribution of the food coloring water at different throughout the water. temperatures. Temperatures of the water will also be listed. Note to teacher: Do not have ice in your They will also, as a cold water. It will alter the experiment and quick assessment, not give you the results that you desire. show the changes in the motion of the molecules Background: Having ice in the water causes in ice cream as it is the food coloring to mix faster. The ice melted. This will be floats, but as it melts, the more dense cold recorded in their water sinks to the bottom taking the food notebook.

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